Overview of major Teachers and Teaching assignments
| Assignment name | Description |
|---|---|
| Reflections | Three reflections are written during the semester. The topics of the reflections are as follows: (1) initial teaching philosophy, (2) initial classroom management philosophy, and (3) the process of developing the practicum lesson plan |
| Content Teach | Using state standards within their content area major, students will plan a mini-lesson addressing this content area topic. This should be a 10-minute student-centered lesson. The purpose of the assignment is to demonstrate the ability to begin, teach, and close a lesson using best practices |
| Diverse Learner Engagement Strategies and the SC Teaching Rubric 4.0 | This assignment is designed for students, working in groups, to delve into the South Carolina Teaching Standards 4.0 Rubric using Sharroky Hollie’s (2011) Cultural and Linguistically Responsive Teaching as a framework. Each group selects a different chapter of the book and presents on three topics: (1) a summary of the chapter, (2) identify areas in the 4.0 rubric that supports the use of diverse learner engagement strategies from the chapter, and (3) identify areas in the 4.0 rubric that could be improved by better addressing diverse learner engagement strategies from the chapter |
| Transdisciplinary Unit Plan | This assignment is designed to represent students’ understanding of lesson planning, unit planning, and project-based learning. Transdisciplinary groups will develop a multi-day unit plan (with all material) that uses many of the teaching strategies we have learned over the first half of the semester |
| Practicum Lesson Plan | Students will create a lesson plan (with appropriate attachments) which they will teach in their practicum classroom. The lesson must be aligned to the most current South Carolina standards. The lesson must fit with the current unit of instruction. Students should consult both the professor and the practicum teacher in the development of the lesson |
| Practicum Teaching | After working with the practicum teacher to develop the lesson plan (above), students will teach the lesson during the 90-minute block of instruction. Students will be scored with a modified version of the 4.0 Rubric. The practicum teacher assesses the work during the teaching of the lesson and submits the rubric to Dr. Eargle |
| Practicum Dispositions | Students will be present and on time with practicum teachers. Students professionally interact both with the practicum teacher and the students based on expectations discussed in class. Communication, even advanced notices, should be ongoing with the practicum teacher, especially regarding absences. This rubric will be submitted to Dr. Eargle by the practicum teacher |
| Final Portfolio | This serves as the final assessment for the course and is your opportunity to demonstrate what you have learned during the semester. The portfolio will include the following components: a cover letter, resume, teaching philosophy, classroom management philosophy, lesson plan and reflection, a statement of professional goals, and a desired area for leadership and advocacy. As is the case with a portfolio, many of the components will be developed during the course through other assignments |
| Assignment name | Description |
|---|---|
| Reflections | Three reflections are written during the semester. The topics of the reflections are as follows: (1) initial teaching philosophy, (2) initial classroom management philosophy, and (3) the process of developing the practicum lesson plan |
| Content Teach | Using state standards within their content area major, students will plan a mini-lesson addressing this content area topic. This should be a 10-minute student-centered lesson. The purpose of the assignment is to demonstrate the ability to begin, teach, and close a lesson using best practices |
| Diverse Learner Engagement Strategies and the SC Teaching Rubric 4.0 | This assignment is designed for students, working in groups, to delve into the South Carolina Teaching Standards 4.0 Rubric using Sharroky |
| Transdisciplinary Unit Plan | This assignment is designed to represent students’ understanding of lesson planning, unit planning, and project-based learning. Transdisciplinary groups will develop a multi-day unit plan (with all material) that uses many of the teaching strategies we have learned over the first half of the semester |
| Practicum Lesson Plan | Students will create a lesson plan (with appropriate attachments) which they will teach in their practicum classroom. The lesson must be aligned to the most current South Carolina standards. The lesson must fit with the current unit of instruction. Students should consult both the professor and the practicum teacher in the development of the lesson |
| Practicum Teaching | After working with the practicum teacher to develop the lesson plan (above), students will teach the lesson during the 90-minute block of instruction. Students will be scored with a modified version of the 4.0 Rubric. The practicum teacher assesses the work during the teaching of the lesson and submits the rubric to Dr. Eargle |
| Practicum Dispositions | Students will be present and on time with practicum teachers. Students professionally interact both with the practicum teacher and the students based on expectations discussed in class. Communication, even advanced notices, should be ongoing with the practicum teacher, especially regarding absences. This rubric will be submitted to Dr. Eargle by the practicum teacher |
| Final Portfolio | This serves as the final assessment for the course and is your opportunity to demonstrate what you have learned during the semester. The portfolio will include the following components: a cover letter, resume, teaching philosophy, classroom management philosophy, lesson plan and reflection, a statement of professional goals, and a desired area for leadership and advocacy. As is the case with a portfolio, many of the components will be developed during the course through other assignments |
Note(s): Adapted from the Spring 2024 syllabus for Teachers and Teaching at DFHS
Source(s): Authors’ own creation/work
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